D2L Corporation
2012-12-03T11:59:08-05:00
2011-03-02T10:05:49-05:00
D2L Corporation
Alabama Course of Study: Arts Education Music
Achieving Excellence Through Arts Literacy is the goal of Alabama's K-12 arts education program. Encompassing the disciplines of dance, music, theatre, and visual arts, the arts education program provides opportunities for students to explore the interrelationship of these disciplines as well as the specific nature of each arts area. To emphasize the importance of the arts for Alabama students, the Alabama Course of Study: Arts Education provides rigorous standards for all students in Grades K-12. This document incorporates national standards and provides for the development of skills in each discipline and an appreciation of the importance the arts play in all societies and cultures.
2011-03-02
2006
Music
Produce
1.
Sing simple songs alone and with others following the contour of melody.
•
Memorizing songs
2.
Demonstrate responses to nonverbal conducting cues.
Examples: sit, stand, listen, sing, start, stop
3.
Imitate a steady beat while playing various rhythm instruments.
•
Recognizing the presence or absence of a steady beat
4.
Echo short rhythm patterns consisting of quarter notes, quarter rests, and paired eighth notes.
5.
Improvise four-beat melodies using "la," "sol," and "mi."
6.
Create expressive movement to folk songs, folk games, lullabies, and marches.
Examples: skipping to "Skip to My Lou," marching to "Yankee Doodle"
•
Expressing musical ideas using creative movement and body percussion
1.
Sing songs from various cultures and countries within an age-appropriate vocal range, using clear vocal tones.
•
Singing short melodic passages that indicate upward and downward movement in a melody
Example: singing "Hot Cross Buns"
•
Singing expressively using appropriate dynamics and tempo
Examples: piano (p), forte (f)
•
Matching pitch
•
Distinguishing between accompanied and unaccompanied songs
2.
Improvise four-beat melodies using "mi," "re," and "do."
3.
Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes, including playing them on various rhythm instruments.
•
Clapping repeated rhythm patterns in familiar songs
•
Performing accompaniments on pitched or nonpitched percussion instruments using a steady beat
•
Improvising a response to a simple rhythmic pattern
1.
Sing on pitch using good posture.
•
Singing simple melodic ostinati
2.
Improvise eight-beat melodies using "la," "so," "mi," "re," and "do."
3.
Perform accompaniments to poems, rhymes, stories, dramatizations, and songs using pitched instruments.
•
Demonstrating rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes
•
Selecting appropriate classroom instruments to create musical accompaniments
•
Singing songs representative of other cultures and countries
•
Performing folk dances appropriate for age level to music from various cultures.
Example: Chinese ribbon dance
•
Playing simple rhythmic ostinati
1.
Demonstrate proper vocal technique by using pure head tone, good posture, and correct rhythm.
•
Using appropriate dynamics while singing expressively
•
Singing rounds
•
Singing songs of other cultures and countries
2.
Sing melodic ostinati to create harmony.
3.
Improvise eight-beat melodies using "la," "so," "mi," "re," "do," and quarter-note and eighth-note rhythms.
4.
Play rhythm patterns, including whole notes and dotted half notes using pitched or nonpitched instruments or by clapping.
5.
Perform rhythmic ostinati while others are singing a melody.
•
Identifying the components of a chord
1.
Perform a varied repertoire of music using vocal technique, pure head tone, good diction, good posture, proper pitch and rhythm, and breath control.
•
Singing intervals within the major pentatonic scale
•
Responding to conducting patterns of 2/4, 3/4, and 4/4 meter signatures
•
Singing legato and staccato
•
Singing songs of other cultures and countries
•
Singing using a variety of dynamics
2.
Sing in rounds or canons to create harmony.
•
Singing partner songs
3.
Improvise eight-beat melodies using "sol," "mi," "la," "re," and "do" with half notes, quarter notes, quarter rests, and syncopation.
4.
Perform simple chord progression on pitched instruments.
Example: I, V, I
5.
Perform simple melodies on pitched instruments.
Examples: recorders, barred instruments, keyboards
6.
Perform rhythm patterns, including syncopation and eighth- and sixteenth-note combinations on various rhythm instruments.
•
Playing melodic and rhythmic ostinati
7.
Create new words for familiar songs, indicating phrase structure.
1.
Sing intervals on pitch within a major diatonic scale.
2.
Improvise eight-beat melodies using "la," "sol," "mi," "re," and "do" with a variety of rhythms and phrases.
3.
Play rhythm patterns, including triplets and dotted eighth- and sixteenth-note combinations on pitched and nonpitched instruments.
•
Notating rhythms in 2/4, 3/4, 4/4, and 6/8 meter signatures
•
Identifying tempo markings such as allegro, presto, largo, and andante
4.
Perform simple melodies on recorders.
5.
Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
6.
Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
•
Identifying components of a given composition, including harmony, melody, rhythm, texture, form, timbre, and expressive elements
7.
Sing partner songs to create harmony.
•
Singing descants
8.
Demonstrate appropriate use of legato and staccato in a song.
1.
Play melodies on the recorder within an octave range, using a pleasing tone quality.
•
Demonstrating proper posture, hand position, and embouchure for playing a recorder
•
Identifying members of the recorder family
Examples: soprano, alto, tenor, bass
•
Demonstrating proper pitch control of notes in the lower register of the soprano recorder
•
Playing two- and three-part arrangements
2.
Demonstrate a characteristic sound while singing unison or two-part songs.
•
Singing descants to produce harmony
3.
Sight-read rhythm patterns commonly found in middle-level literature.
4.
Sight-read eight-beat, stepwise, and unison melodic patterns.
5.
Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.
6.
Create movement to illustrate the form of a composition.
Respond
7.
Identify similarities and differences in familiar songs, including fast or slow and loud or soft.
Example: comparing a march to a lullaby
8.
Identify like and unlike phrases presented aurally in a piece of music.
9.
Identify solo or group performances by sound.
10.
Identify sets of two and three beats.
4.
Demonstrate vocal responses to conductor cues for loud and soft.
5.
Identify melodic direction on the musical staff.
Examples: upward, downward, same
6.
Identify notes as being line note or space note on a musical staff.
7.
Identify by sight and sound the difference between a note and a rest.
8.
Identify musical phrases in a song presented aurally.
Example: "Twinkle, Twinkle, Little Star"
9.
Use creative movement to express the mood of musical selections.
Examples: skipping happily, tiptoeing when scared
10.
Identify duple meter as strong-weak beat organization.
11.
Identify AB form in a musical selection.
12.
Identify long and short musical sounds.
4.
Identify music terms related to tempo changes in music, including accelerando and ritardando.
5.
Identify triple meter as strong-weak-weak beat organization.
6.
Identify ABA form in a musical selection.
Examples: creating pictures that use shapes to illustrate patterns, comparing musical forms to visual arts
7.
Identify steps, leaps, and repeated notes in printed music.
6.
Demonstrate melodic contour through creative movement.
Example: using gestures or drawings to indicate upward and downward direction of melody
7.
Recognize conductor cues in 2/4 and 3/4 meter signatures.
8.
Identify ABC form in musical selections.
9.
Identify meter according to strong and weak beat organization.
Examples: strong, weak — 2/4; strong, weak, weak, weak — 4/4
8.
Improvise pentatonic melodies using a variety of sound sources, including electronic sources.
9.
Identify ledger-line notes C and B below the treble staff.
10.
Identify theme and variations in musical selections.
9.
Recognize conducting patterns of 2/4, 3/4, and 4/4 meter signatures.
10.
Identify ledger-line notes A, B, and C above the treble staff.
7.
Describe the characteristics used by the composer in a selected musical example to create a mood or effect.
Example: Edvard Grieg's use of changes in tempo, dynamics, and instrumentation to create excitement in In the Hall of the Mountain King
8.
Identify the names of lines and spaces in the bass clef.
•
Identifying accidentals, including flats, sharps, and naturals
9.
Recognize I, IV, and V chords in C and F major.
•
Creating chordal accompaniments
10.
Identify composite forms, including opera, oratorio, and musical theatre.
11.
Identify polyphonic texture.
Understand
11.
Recognize differences between adult and children's voices.
12.
Demonstrate singing and speaking voices.
Example: singing and reciting the alphabet
13.
Recognize holiday songs and simple songs from other cultures and countries.
Examples: holiday—"Jingle Bells," other cultures and countries—"Frère Jacques"
14.
Identify various rhythm instruments by sight.
15.
Differentiate high and low vocal sounds through vocal exploration.
Example: producing aurally the sounds of a bird and a cow
16.
Identify the seven letters of the musical alphabet.
13.
Distinguish between low and high sounds produced by voices or instruments.
Examples: low pitch—kettle drum, man's voice;<br /> high pitch—triangle, woman's voice
14.
Identify the number of lines and spaces on the treble clef staff.
15.
Describe how vibrations produce musical sounds.
8.
Identify American patriotic songs.
Examples: "Star Spangled Banner," "America," "God Bless America"
9.
Classify rhythm instruments by method of tone production, including striking, shaking, scraping, and ringing.
10.
Identify letter names of lines and spaces on the treble clef staff.
Example: naming the spaces on a blank treble clef staff
11.
Identify the difference between a verse and a refrain in a familiar musical selection.
12.
Identify dynamic markings of forte (f) and piano (p).
13.
Distinguish between various vocal and instrumental timbres.
Examples: male and female voices, simple classroom instruments
10.
Identify music symbols found on the staff, including the treble clef, meter signatures, bar lines, measures, double bar line, and repeat signs.
•
Defining terms associated with printed music, including fermata, slur, fine, and da capo (D.C.)
11.
Identify the four families of instruments in an orchestra.
12.
Identify music terms related to dynamics in music, including fortissimo (ff) and pianissimo (pp).
13.
Identify the musical alphabet ascending on lines and spaces from middle C to G above the staff.
Example:<img src='http://www.purl.org/ASN/resources/images/D1000301/pg44.13.1.gif' border='0' alt='pg44.13.gif'/>
11.
Identify melodic sequences in a melody.
Example: motif from first movement of Ludwig von Beethoven's Symphony No. 5
12.
Classify orchestral instruments by family.
•
Identifying individual instruments by sight
•
Identifying individual instruments by sound
13.
Recognize styles of twentieth-century music.
Examples: jazz, pop, country
11.
Identify whole and half steps of the major diatonic scale in printed music.
•
Identifying intervals of the diatonic scale in printed music
•
Recognizing the difference between major and minor tonality
12.
Identify instruments in an orchestra by sight and sound.
13.
Recognize vocal timbre as soprano, alto, tenor, or bass.
14.
Identify eras of music.
Examples: Baroque, Classical, Romantic, contemporary
•
Identifying composers of each era of music
12.
Identify the relationship of American music to American history.
Example: "We Shall Overcome" as a symbol of the Civil Rights Movement
13.
Identify characteristic differences in music of various cultures.
Examples: Western music based on diatonic scale, music of the Far East based on pentatonic scale
•
Identifying instruments unique to a specific culture
Examples: bagpipe—Scottish, talking drums—African
•
Identifying ensembles unique to a specific culture
Examples: jazz band—American, mariachi band—Mexican, steel drums—Jamaican
14.
Identify the relationship between music and other content areas.
Examples: graphing techniques used in music and mathematics to visualize relationships between two variables; investigations used in music and science to explore how sound travels; writing, reading, and diction studied in music and English language arts; specific terms used in music and visual arts for repeated patterns
•
Identifying uses of technology in music
15.
Distinguish between compound duple and simple duple meter.
16.
Identify irregular meters.
Examples: 7/8, 5/4
17.
Demonstrate rhythmic augmentation and diminution in a familiar tune.
Instrumental Music
Level I Instrumental Music
Produce
1.
Demonstrate the components necessary for characteristic tone production in the middle register at a mezzo forte level.
Examples: demonstrating correct posture and playing position, adjusting tone quality while playing, forming correct embouchure, beginning tone with correct attack, supporting tone with proper breath support, sustaining tone without wavers in pitch or intensity, releasing tone on pitch
•
Adjusting pitch to a tuning standard
Example: using an electronic tuner to adjust the length of the instrument
2.
Sight-read unison literature in the appropriate clef.
•
Counting music that contains the whole note and rest, half note and rest, dotted half note, quarter note and rest, eighth note and rest, and dotted quarter note and eighth rest in 2/4, 3/4, 4/4, 2/2, and 6/8 meter signatures using a counting system
•
Performing music that contains the whole note and rest, half note and rest, dotted half note, quarter note and rest, eighth note and rest, and dotted quarter note and eighth rest in 2/4, 3/4, 4/4, 2/2, and 6/8 meter signatures
•
Playing notes from the printed page within the appropriate clef
•
Performing music containing the dynamic markings of crescendo, decrescendo, p, mp, mf, and f
•
Performing music that combines the basic articulations of tonguing, slurring, accent, legato, and staccato for winds and détaché, pizzicato, and slurring for strings
•
Performing as a member of a large group and small ensemble with attention to balance and intonation
3.
Perform major scales and their related arpeggios, including concert Bb, Eb, and Ab and chromatic scale from concert Bb to Bb for wind and percussion instruments; scales C, G, and D chromatic scale from concert C to C for strings; and rudiments consisting of five- and nine-stroke rolls, flam, single paradiddle, and flamacue for percussion.
4.
Demonstrate correct fingerings for all notes in the practical range of personal instruments.
5.
Compose an eight-measure melody based on a diatonic scale and written in the practical playing range of an instrument.
•
Transposing a melody into a different key
Respond
6.
Demonstrate conducting patterns of four, three, and two beats per measure; entrance cues; and cutoffs.
7.
Identify characteristics of various forms of musical compositions.
Examples: march typically fast and detached, chorale typically slow and connected
8.
Critique live or videotaped performances with respect to tone quality.
Understand
9.
Name written pitches on the instrument when given concert pitch.
Example: concert Bb corresponding to written C on a clarinet
10.
Identify the size of the interval between two given notes.
Example: C to E being a 3rd
•
Identifying size and quality of intervals between two given notes
Example: C to E being a major 3rd
11.
Demonstrate appropriate care of personal instruments.
Examples: assembling a clarinet, removing moisture from a flute, applying rosin to a violin bow
12.
Define the elements of music, including melody, rhythm, form, timbre, harmony, and texture.
13.
Identify various composers and stylistic periods of music.
Examples: Johann Sebastian Bach—Baroque period, Wolfgang Amadeus Mozart—Classical period
Level II Instrumental Music
Produce
1.
Produce a characteristic tone in the middle and low register at all dynamic ranges, releasing a characteristic tone that is tapered and on pitch.
•
Sustaining a tone without wavers in pitch or intensity for 15 seconds on the flute or tuba and for 25 seconds on other wind instruments
2.
Sight-read Grade II literature.
•
Performing music that contains the whole note and rest, half note and rest, dotted half note, quarter note and rest, eighth note and rest, dotted quarter note and eighth rest, and sixteenth note as appropriate in 2/4, 3/4, 4/4, 2/2, 3/8, 6/8, 9/8, and 12/8 meter signatures
•
Counting music that contains the whole note and rest, half note and rest, dotted half note, quarter note and rest, eighth note and rest, dotted quarter note and eighth rest, triplets, sixteenth note, and eight-quarter-eighth syncopation as appropriate in 2/4, 3/4, 4/4, 2/2, 3/8, 6/8, 9/8, and 12/8 meter signatures
•
Performing music that contains the dynamic markings of crescendo, decrescendo, pp, p, mp, mf, f, and ff
•
Performing music that utilizes the articulations of tonguing, legato, slurring, marcato, tenuto, staccato, and accent for winds and staccato, brush stroke, hooked bowings, matelé, marcato, tremolo, and multiple-note slurs for strings
•
Performing music containing first and second endings, codas, and breath marks
3.
Demonstrate adjustment of pitch on personal instruments while playing with a group.
4.
Demonstrate choices of breathing places in a manner that prevents breaking a phrase.
5.
Perform concert C, F, Bb, Eb, and Ab major scales and their related arpeggios for wind and percussion instruments, two octaves on flute and clarinet; concert C, G, D, A, and F major scales and their related arpeggios for strings; and rudiments consisting of five-, seven-, and nine-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single paradiddle, double paradiddle, and controlled open roll for a snare drum.
•
Performing a chromatic scale for the practical range of a personal instrument
•
Demonstrating the ability to tune the timpani to designated intervals, including perfect 4th and 5th and major 2nd and 3rd when given one note of the interval
6.
Identify characteristically out-of-tune notes on personal instruments.
Example: recognizing notes produced by first- and third-valve combinations on brass instruments as being sharp, notes C# and Db on flutes as being sharp, notes in fifth and seventh partials as being flat
7.
Demonstrate alternate fingerings within the practical range of personal instruments.
Respond
8.
Critique live and videotaped performances by professional players to determine the variety of dynamic contrasts and articulations.
•
Identifying standard preparatory conducting beats, release motions, entrance cues, and expressive gestures used by a director
9.
Explain the musical elements used to evoke feelings and emotions with a given instrument.
Example: use of cannon in the 1812 Overture to evoke excitement
10.
List professional artists who play the same instrument as the student.
Examples: Yo-Yo Ma—cello, Winston Marsalis—trumpet
11.
Demonstrate a conducting pattern of six beats per measure, entrance cues, and cutoffs.
12.
Notate from aural dictation rhythms including half notes, quarter notes, and eighth notes.
Understand
13.
Discuss the importance of instrumental music in other cultures.
Examples: promoting and exhibiting patriotism, embracing celebration
•
Describing the history of orchestral instruments
14.
Identify the order of flats and sharps in major key signatures.
15.
Demonstrate the construction of a major scale using the whole step-half step pattern.
16.
Construct ascending intervals from a given pitch.
Example: showing A as the note a major 3rd higher than F
•
Constructing descending intervals from a given note
Example: showing D as the note a minor 3rd lower than F
Level III Instrumental Music
Produce
1.
Produce a characteristic tone in all registers at a dynamic level of mezzo forte.
•
Demonstrating vibrato as it relates to tonal enrichment for those instruments where vibrato is characteristic
2.
Sight-read Grade III literature.
•
Counting music in 2/4, 3/4, 4/4, 2/2, 3/8, 5/8, 6/8, 9/8, and 12/8 meter signatures using a counting system
•
Performing music in 2/4, 3/4, 4/4, 2/2, 3/8, 5/8, 6/8, 9/8, and 12/8 meter signatures
•
Performing music that contains the dynamic markings of crescendo, decrescendo, pp, p, mp, mf, f, and ff
•
Performing music that utilizes the articulations of tonguing, slurring, marcato, tenuto, staccato, and accents for winds and staccato, brush stroke, hooked bowings, matelé, marcato, tremolo, and multiple-note slurs for strings
3.
Demonstrate proper intonation during crescendo and decrescendo passages.
4.
Demonstrate proper balance when playing as a member of an ensemble.
5.
Demonstrate building and tapering phrases on personal instruments.
6.
Perform major scales and their related arpeggios, including concert C, F, Bb, Eb, Ab, Db, G, and D for wind and percussion instruments, two octaves on flute and clarinet; concert C, F, Bb, Eb, G, D, A, and E for strings; and rudiments consisting of five-, seven-, nine-, eleven-, thirteen-, and seventeen-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single drag, double drag, single paradiddle, double paradiddle, single ratamacue, triple ratamacue, and controlled long roll at all dynamic levels for percussion.
•
Demonstrating the ability to tune the timpani to the intervals for a perfect 4th and 5th octave, major and minor 2nd, and major and minor 3rd when given one note of the interval
7.
Perform a chromatic scale over the practical range of a personal instrument.
8.
Demonstrate trill fingerings for all notes within the practical range of an instrument.
•
Demonstrating the shifting of position for strings
9.
Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.
Respond
10.
Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.
Example: comparing the tone quality of a recorded performance by flutist Sir James Galway with the tone quality of a personal flute performance
11.
Notate from aural dictation rhythms including sixteenth-note patterns.
Understand
12.
Name all pitches on the grand staff.
13.
Compose a harmonic accompaniment to a given melody using the I, V, and I chords.
14.
Demonstrate appropriate maintenance of a personal instrument, including checking adjustment screws, examining conditions of pads and corks, and replacing strings.
15.
Describe the relationship between music and society.
Examples: patriotic music helping build civic pride, music at various athletic events motivating athletes and fans
Level IV Instrumental Music
Produce
1.
Produce a characteristic tone in all registers at all dynamic ranges.
2.
Sight-read Grade IV literature.
•
Counting music in all meter signatures using a counting system
•
Performing music in all meter signatures
•
Performing music containing all dynamic markings
•
Performing music utilizing all articulations, including spiccato, sforzando, louré, and flautando for strings
3.
Perform all major scales, C harmonic minor, A melodic minor, and their related arpeggios, including two octaves for flute, clarinet, and strings.
4.
Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.
5.
Demonstrate compositional skills by creating a sixteen-measure melody over a given accompaniment.
Respond
6.
Evaluate in written form a live performance with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.
7.
Notate from aural dictation rhythms commonly found in triple meters.
Understand
8.
Demonstrate the construction of a natural minor scale using the whole step-half step pattern.
9.
Compose a harmonic accompaniment to a given melody using the I, IV, and V chords.
10.
Describe ways in which concepts of music relate to concepts in other disciplines.
Examples: relationship between ratios in music and ratios in mathematics, relationship between topics in patriotic music to topics in history
•
Comparing music of several cultures of the world
Example: comparing Russian folk music to American folk music
Vocal Music
Level I Vocal Music
Produce
1.
Demonstrate chest and head voices while singing individually and in groups.
•
Demonstrating correct posture
•
Adjusting tone quality while singing
•
Supporting a tone with proper breath control for 8 beats
•
Singing uniform vowels
•
Enunciating beginning and ending consonants
•
Demonstrating proper vocal technique as a member of a large group
Example: balance and blend of vocal timbre within a group
•
Identifying components of proper vocal health
Examples: maintaining proper hydration and diet, refraining from use of tobacco and drugs
2.
Sight-sing unison literature.
•
Counting music that contains the whole note and rest, half note and rest, dotted half note, quarter note and rest, and eighth note and rest in, and meter signatures using a counting system
Example: <br /><img src='http://www.purl.org/ASN/resources/images/D1000301/pg67.2.gif' border='0' alt='pg67.2.gif'/>
•
Singing standard pitch notation, including letter names, solfège, and numbers in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth
•
Performing scales and their related arpeggios
•
Demonstrating whole- and half-step patterns in the major scale
3.
Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.
•
Performing accurately literature that indicates tempo markings of moderato, ritardando, and a tempo
•
Performing accurately literature that indicates dynamic markings of piano, mezzo piano, mezzo forte, and forte
•
Performing accurately literature that indicates articulation markings of legato and staccato
•
Responding vocally to conductor cues, indicating meter, entrances, and cutoffs
4.
Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.
5.
Create vocal compositions using available and appropriate technology.
Respond
6.
Identify various forms of musical compositions.
Examples: strophic, theme and variations
7.
Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.
8.
Analyze a vocal composition to determine how the use of tempo, dynamics, and articulation are used to create a specific mood or effect.
Example: "Hallelujah Chorus" evoking excitement
9.
Write rhythmic dictation composed of eight-beat patterns, including quarter, eighth, and half notes and quarter rests.
Understand
10.
Define the elements of music, including rhythm, melody, form, timbre, harmony, and texture.
11.
Describe ways in which concepts of music relate to concepts in other disciplines.
Example: use of rhythm in music, visual arts, dance, and theatre
12.
Identify various composers and stylistic periods of the literature being performed.
Examples: "Psallite" from Michael Praetorius' Musae sioniae, 1609, late Renaissance; "Alleluia" from Johann Sebastian Bach's Cantata No. 142, Baroque period; "Didn't My Lord Deliver Daniel?," traditional spiritual; "All Things Bright and Beautiful," John Rutter, contemporary music
•
Comparing music of several cultures of the world
Examples: Japanese folk song "Sakura, Sakura," South African folk song "Siyahamba," Russian folk song "Tum Balalaika," Mexican folk song "Cielito lindo"
13.
Identify key signatures C, F, and G.
Level II Vocal Music
Produce
1.
Produce a characteristic tone throughout the vocal range.
•
Describing the function of the diaphragm as related to singing
•
Singing legato and staccato articulations
•
Supporting tone with proper breath control for 12 beats
•
Singing with correct diction and intonation
2.
Sight-sing two- and three-part literature in treble or bass clef.
•
Identifying the relationship of the key signature to "do" or l
•
Performing music containing the intervals of a 2nd , 3rd , 4th , 5th, and octave
•
Counting rhythm patterns, including a dotted quarter note and eighth-note patterns in a 2/2 meter signature
3.
Sing a varied repertoire of three-part literature, including selections in two languages.
•
Performing accurately literature that indicates tempo markings of allegro, andante, and accelerando
•
Performing accurately literature that indicates dynamic markings of crescendo and decrescendo
•
Performing accurately literature that indicates an accent mark
•
Responding vocally to conductor cues concerning dynamic contrasts
4.
Embellish melodies vocally using neighboring tones.
Respond
5.
Critique vocal performances to determine the accuracy of intonation and vocal techniques.
6.
Analyze a musical selection to identify the elements of music.
7.
Write melodic dictation composed of scale degrees 1 through 5 in a diatonic scale.
Understand
8.
Describe the importance and impact of vocal music in American history.
Example: songs used as coded information to find a path to freedom during the Civil War
9.
Identify major key signatures up to three flats and sharps.
Level III Vocal Music
Produce
1.
Produce a consistent blended vocal sound individually in classroom and public performance groups.
•
Supporting tone with proper breath control for 16 beats
2.
Sight-sing four-part literature.
•
Identifying the chordal structure within a tonal key
•
Performing music containing all intervals in the diatonic scale
•
Counting rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters
3.
Perform a varied repertoire of four-part literature, including selections in three languages.
•
Performing accurately literature that indicates tempo markings of adagio, vivace, and rallentando
•
Performing accurately literature that indicates dynamic markings of pianissimo and fortissimo
•
Performing accurately literature that uses the marking of marcato
•
Responding vocally to conductor cues indicating tempo changes
4.
Improvise harmonies to a diatonic melody.
Respond
5.
Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.
6.
Write eight-beat rhythmic and melodic dictation.
Understand
7.
Demonstrate the use of musical elements in select genres and stylistic periods.
8.
Describe the relationship between music and society.
Example: using a choir to enhance worship services
9.
Identify all major key signatures.
10.
Identify whole- and half-step patterns in minor scales.
Level IV Vocal Music
Produce
1.
Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.
2.
Sight-sing fluently multipart literature.
•
Identifying key signatures in all major keys
•
Performing music that contains accidentals
•
Counting rhythm patterns, including syncopation, mixed meters, and irregular meters
•
Performing atonal music
3.
Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.
4.
Perform a varied repertoire of multipart literature, including selections in various languages.
•
Performing accurately tempo markings in the literature being performed
•
Performing accurately dynamic markings in the literature being performed
•
Performing accurately articulation markings in the literature being performed
•
Performing independently solo and ensemble literature
•
Responding vocally to conductor cues
5.
Improvise vocally in various musical styles.
Examples: jazz, blues, gospel
Respond
6.
Evaluate vocal performances to identify accuracy of tone and musical effect.
7.
Demonstrate conducting patterns for 2/4, 3/4, 4/4, and 6/8 meter signatures.
8.
Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.
Understand
9.
Analyze American vocal music genres to identify their origin and development.
10.
Identify various careers in music.
Examples: performer, composer, arranger, sound engineer, music therapist, music educator
11.
Explain the relationship of major keys and key signatures by constructing the circle of fifths.
12.
Identify three forms of minor scales.